THE HISTORY OF THE AMATEUR ART SHOW «STUDENT SPRING» OF THE KALININ STATE UNIVERSITY IN THE 1970s

Статья посвящена истории ежегодного смотра художественной самодеятельности в Калининском государственном университете в первое десятилетие после его преобразования из Калининского государственного педагогического института имени М.И. Калинина в 1971 г. Показано, что серьезные подвижки в характере проведения конкурса, в культурно-массовой работе вуза были начаты еще в институте. Практически не прекращались они на протяжении 1970-х гг. и в университете. Прослеживаются изменения в составе выступающих факультетов, формате проведения смотра, подходе к формированию организационного комитета и жюри конкурса, требованиях и критериях оценки концертов и вечеров и др. Отмечается, что доминирующей в 1970-е гг. была позиция сторонников «профессионализма» в студенческой художественной самодеятельности, но несмотря на предпринимаемые меры, добиться массового систематического занятия студентами художественным творчеством в этот период так и не удалось. The article is devoted to the history of the annual amateur art show at Kalinin State University in the first decade after its transformation from the Kalinin State Pedagogical Institute named after M.I. Kalinin in 1971. It is shown that serious progress in the nature of the competition, in the cultural and mass work of the university was started at the institute. They practically did not stop during the 1970s and at the university. There are changes in the composition of the performing faculties, the format of the review, the approach to the formation of the organizing committee and the jury of the competition, the requirements and criteria for evaluating concerts and evenings, etc. It is noted that the dominant position in the 70s was the position of supporters of «professionalism» in student amateur art. Despite the measures taken, it was not possible to achieve a mass systematic occupation of students with artistic creativity during this period. The article is written on the basis of the materials of the largecirculation newspaper KSPI (KSU) «Kalininets», as well as the memoirs of TvSU teachers.

National Academic Conference “Ivan Bunin’s Russia and the Culture of the Russian Sub-Steppe” (dedicated to the 150th anniversary of Ivan Bunin) (Yelets, September 24–26, 2020)

The academic event was dedicated to two anniversaries: 150th birthday of the Nobel prize winner Ivan Bunin and the 20th anniversary of the transformation of Yelets State Pedagogical Institute into Yelets State Ivan Bunin University. The key objective of the conference was to discuss new trends in the study of the artistic heritage of the great Russian writer, analyze the academic and creative achievements of outstanding persons of literature, philosophy, education, and culture connected with the Russian sub-steppe. Participants’ papers were devoted to the study of literary, journalistic and correspondence heritage of Ivan Bunin and other writers in the context of cultural and artistic continuum of the Russian sub-steppe region.

MARI STATE PEDAGOGICAL INSTITUTE NAMED AFTER N.K. KRUPSKAYA IN 1992–2008: THE END OF HISTORY

The relevance of the research topic is due to the fact that in 2021 the Republic of Mari El celebrates the 90th anniversary of higher education. The Mari State Pedagogical Institute named after N.K. Krupskaya in the 1990s–2000s was represented by the following faculties: historical and philological, physical and mathematical, industrial and pedagogical, foreign languages, primary classes, pedagogy and psychology, physical culture, supplementary pedagogical professions, pre-university training. In 1992, the Law of the Russian Federation «On Education» was adopted, which determined restructuring of the higher education system as a whole and the Mari State Institute named after N.K. Krupskaya in particular. Until 2000, the state funding of the institute was used only for sharply reduced salaries and scholarships of students. Despite financial difficulties, the staff of the Mari State Institute named after N.K. Krupskaya achieved good results in the 1990s. The Institute was successfully attested. In 1997, he was attested in all specialties for the period of five years. In 1998, the university underwent an accreditation process. In 2003, the Institute was also successfully attested, passed licensing and accreditation. In general, the state attestation commissions noted a good level of specialists’ training. In 2008 The Mari State Pedagogical Institute named after N.K. Krupskaya merged with the Mari State University. The classical University became the legal successor of the pedagogical institute. The Mari State Pedagogical Institute named after N.K. Krupskaya during the period of its activity since 1931, has trained more than 40 000 specialists with higher professional education for the schools of the republic. It was the only university in the republic that trained specialists with the qualification of «teacher».

HIGHER HISTORICAL EDUCATION IN CHUVASHIA (1967–1991): TO THE PROBLEM STATEMENT

Modern development of the state in general and the educational system in particular is largely predetermined by the events of the past, which inevitably become part of history. In the context of historical education modernization, which took place in the country at the beginning of the 21st century, it is necessary to study more deeply the existing experience of creating specialized faculties and teaching history on their basis within higher educational institutions. Historical education in the territory of Chuvashia began to be implemented in the 1930. In the period from 1930 to 1967, the Chuvash State Pedagogical Institute was engaged in the formation of professional historical personnel. From 1967, a new stage in the development of higher historical education of the republic begins, associated with the opening of I.N. Ulianov Chuvash State University (I.N. Ulianov ChuvSU). The Faculty of History and Philology (FHP) began working in the structure of the classical university. It consisted of five departments: general history, the history of the USSR, the Chuvash language and literature, the Russian language, Russian and foreign literature, which were headed by leading scientists of the republic. From 1990, changes took place in the history of higher historical education in Chuvashia. This is due to the division of the FHP into three independent faculties, among which the historical one was singled out. During the same period, restructuring of I.N. Ulianov ChuvSU was underway, as a result of which in 1990, in addition to the departments of national history and general history, a new department of archeology, ethnography and regional history began to function at the faculty. During the period of activity of the Faculty of History and Philology, it was headed by well-known scientists, organizers of education: Candidate of Philological Sciences V.Ya. Kanukov, Doctor of Historical Sciences, Professor V.F. Kakhovsky, Doctor of Philological Sciences, Professor M.M. Mikhailov, Doctor of Philological Sciences, Professor I.A. Andreev. The Soviet period in the formation and development of higher historical education, associated with the opening of I.N. Ulianov Chuvash State University, laid the mainstays for training personnel in subsequent periods.

TRANSLATION PROBLEMS AND THEIR SOLUTIONS

Translation is a form of artistic creation. Translation is an ancient art, its history is long, its roots go back to antiquity. Literary translation is a bridge between national literatures. Translation and translation studies have been considered for many years as a part of literary science. In Uzbekistan, literary translation as a philological science was formed in the 50-60s of the last century. It was included in the curriculum of Tashkent State Pedagogical Institute of Foreign Languages named after F.Engels (UzSWLU) and foreign philological faculties of universities as a separate subject. In the 70s, a department of translation theory was created at the Institute of Language and Literature of the Academy of Sciences of Uzbekistan, and a department of translation theory at Tashkent State University (NUU). These years can be called the heyday of Uzbek translation and translation studies. A number of works of Western European literature have been directly or indirectly translated into the Uzbek language, which replenished the fund of our national literature. Under the influence of this, the direction of translation research was formed in science, dissertations, monographs, scientific researches appeared. A hot life began in the world of translation. A galaxy of mature scholars and competent professional translators in this field have emerged. However, today's scientific observations show that these efforts have slowed somewhat over the years of independence. In the literary process, there is a gap in scientific lines of literary translation and translation studies, which is the main factor in literary communication between scientific communities, original translations are not respected, there are not enough qualified translators, as well as modern literature. What are the reasons for problems of Uzbek translation studies, especially into German and from German, which formed as a science in the middle of the last century and revived at the end of the century? Philology masters such as Jumaniyaz Sharipov, Ninel Vladimirova, Gaybulla Salomov, Nadzhmiddin Kamilov, Kudrat Musaev, Komiljon Juraev, Mukhammadzhon Holbekov, who dedicated their lives to this branch of science and created the history and theory of this area. students and followers of professors? What is the value of a teacher's apprenticeship, which is highly valued in the East? How can these problems be resolved? This scientific article attempts to answer these questions, trying to solve them as much as possible.

Strakhov Readings – 2021: International Scientific Conference

The article provides information on the forthcoming international scientific conference “Strakhov Readings – 2021”, which will be held on November 11–12, 2021. The conference continues the tradition of holding annual Strakhov Readings in memory of the founder of Saratov Psychological School, the first head of the Department of Psychology of Saratov State Pedagogical Institute, Professor I. V. Strakhov.

The role of the Belarusian State University in the formation of teaching modern and contemporary history of foreign countries in higher educational institutions of Belarus in the 1930–70s

The place and role of the department of modern and contemporary history of the faculty of history of the Belarusian State University in the formation and development of teaching modern and contemporary history of foreign countries in various higher educational institutions of Belarus in the period 1930–70s are analysed. The evolution of the department as a leading scientific and educational center in its field is considered. The article describes the work of teachers of the Belarusian State University in the Minsk State Pedagogical Institute named after A. M. Gorky, Vitebsk State Pedagogical Institute named after S. M. Kirov, Republican Party School of the Central Committee of the Communist Party (Bolsheviks) of Belarus, Minsk State Pedagogical Institute of Foreign Languages, Gomel State University and etc. The conclusion is made about the important role of the Belarusian State University in the formation of teaching modern and contemporary history in higher educational institutions of Belarus in the initial period of their activity.

TEACHER, ORGANIZER OF THE MODERN SPECIALIST TRAINING SYSTEM IN THE FIELD OF SCIENCE, TECHNOLOGY AND EDUCATION

Отражается становление педагога, ученого и успешного управленца в системе педагогического образования, профессора Томского государственного педагогического университета Владимира Михайловича Зеличенко, недавно ушедшего из жизни. Раскрывается его роль в развитии дополнительного физико-математического образования школьников в Томске и значительный вклад в повышение уровня подготовки современного учителя. Отражен собственный рост как ученого-физика в период его работы в Томском государственном университете и Сибирском физико-техническом институте, организаторские успехи в открытии второй в Сибири, после Новосибирска, физико-математической школы для учащихся, педагогические воззрения на подготовку учителя и их воплощение в практику в Томском государственном педагогическом институте, а затем – университете. This publication reflects the formation of a teacher, scientist and successful manager in the system of pedagogical education, Professor of Tomsk State Pedagogical University Vladimir Mikhailovich Zelichenko, who recently passed away. The author reveals its role in the development of additional physical and mathematical education of schoolchildren in Tomsk and its significant contribution to improving the level of training of modern teachers. It reflects his own growth as a physicist during his work at Tomsk State University and the Siberian Institute of Physics and Technology, organizational success in opening the second physics and mathematics school in Siberia, after Novosibirsk, for students, pedagogical views on teacher training and their implementation in practice at Tomsk State Pedagogical Institute, and then at the University. The main directions of scientific activity of V. M. Zelichenko are presented. He developed the theory of education, based on the evolutionary-synergetic paradigm, and applied issues of scientific and methodological support of physical and natural science education. In this direction, he developed new approaches to both the preparation of future teachers for teaching natural science disciplines, and to improving the qualifications of subject teachers. V. M. Zelichenko proved a number of minimal theorems as applied to excited states of atomic systems. He has constructed a unique technique for the minimax calculation of excited states. V. M. Zelichenko made a contribution to the study of the phenomena of photoionization of many-electron atoms. New approaches to the study of fullerenes are formulated.

FORMATION OF PROFESSIONAL COMPETENCIES OF STUDENTS, PARTICIPANTS OF THE “FAMILY TUTOR” PROJECT

Рост требований к современному педагогу диктует, чтобы на этапе профессионального обучения студенты имели возможность погружаться в педагогическую реальность и в ней формировать необходимые профессиональные компетенции. Такое погружение позволит не только повысить качество подготовки педагога, но и внести изменения в «традиционное» вузовское обучение, обеспечить необходимую практикоориентированность профессионального образования. Цель исследования – выявить изменения в формировании профессиональных компетенций студентов, участвующих в проекте «Семейный тьютор». Изменения выявлялись в ходе анкетирования, самооценки и интервьюирования студентов. Материалом исследования послужили данные проекта «Семейный тьютор», поддержанного Фондом Тимченко и реализуемого в течение 2019–2021 гг. на базе ФГБОУ ВО «Глазовский государственный педагогический институт имени В. Г. Короленко». В ходе исследования при помощи листа самооценки и анкетирования был выявлен рост уровня сформированности профессиональных компетенций студентов-тьюторов. Для определения факторов роста со студентами было проведено интервью. Оно показало, что рост профессиональных компетенций в основном определяется регулярным общением с ребенком и родителями, участниками проекта, участием в проведении диагностических мероприятий по выявлению личностных проблем ребенка, осуществлением комплексного анализа факторов, в том числе связанных с психологическим здоровьем, ведущих к появлению рисков, во взаимоотношениях педагога, ребенка, семьи и пр. На основе выявленных факторов внесены корректировки в «традиционный» образовательный процесс. Исследование показало, что участие студентов в проекте способствует формированию профессиональных компетенций, позволяет получить студентами-тьюторами опыт профессиональной деятельности непосредственно в реальных условиях и, соответственно, повысить практикоориентированность образования. The growing demands on the modern teacher dictate that at the stage of professional training, students have the opportunity to immerse themselves in the pedagogical reality and form the necessary professional competencies in it. Such immersion will not only improve the quality of teacher training, but also make changes in the “traditional” university education, provide the necessary practice-oriented professional education. The purpose of the article is to identify changes in the formation of professional competencies of students participating in the project “Family Tutor”. Changes were identified during the survey, self-assessment and interviewing of students. The material of the study was the data of the project “Family Tutor”, supported by the Timchenko Foundation and implemented during 2019–2021 on the basis of the Glazov State Pedagogical Institute named after V. G. Korolenko. In the course of the study, using a self-assessment sheet and a questionnaire, an increase in the level of formation of professional competencies of students-tutors was revealed. To determine the growth factors, the students were interviewed. It showed that the growth of professional competencies is mainly determined by: regular communication with the child and with parents, project participants; participation in diagnostic activities to identify personal problems of the child; implementation of a comprehensive analysis of factors, including those related to psychological health, leading to the appearance of risks, in the relationship of the teacher, child, family, etc. Based on the identified factors, adjustments were made to the “traditional” educational process. The study showed that the participation of students in the project contributes to the formation of professional competencies, allows students-tutors to gain professional experience directly in real conditions and, accordingly, to increase the practice-oriented education.